【作者】 王玲；

【导师】 刘胜林；

【作者基本信息】 四川师范大学 ， 教育管理， 2007， 硕士

【摘要】 随着教师专业化研究的深入,作为一种特殊的教师专业化—班主任专业化引起了一些教育工作者,尤其是热心班集体和班主任队伍建设的教育工作者的极大兴趣。“班主任专业化”概念提出以来,有关班主任专业化的探究从理论和实践两个方面同时推进,更值得欣喜的是班主任自身对这一问题开始积极关注。研究者认为班主任应当成为具有专门的职业理论、专门的职业道德、专门的职业技艺的专业工作者。班主任应当是一种不可替代的专门性工作,一位优秀的班主任就是一名教育家。班主任专业化包含两种含义,从职业群体的角度看,班主任专业化主要强调班主任群体的、外在的专业性提升,反映了一个职业逐步达到专业标准、向专业阶段发展的过程。从个体的角度看,班主任的专业化表现为班主任的专业发展,即班主任个体的、内在的专业品质的不断提升、发展、完善,它是一个动态过程。本文着重讨论的是后一种涵义即班主任的专业发展。为深入了解中学班主任专业发展中存在的问题,本文借鉴教师专业发展和班主任的相关研究成果,编制了访谈提纲,对43位中学班主任教师进行开放式问卷调查。调查结果显示中学班主任专业发展中存在专业情意低下、教育观念和教育实践冲突、专业素质和专业技能还不适应现实的需求等主要问题。针对以上问题,本文从社会、学校、个人三个方面对问题的成因进行了分析,即班主任专业发展缺乏政策保障;班主任专业发展准备、培养不足;班主任缺乏自主发展的意识。为进一步了解中学班主任专业发展各阶段的特点,根据教师专业发展阶段相关理论,在开放式问卷调查的基础上选择了三位不同阶段的班主任进行了深入访谈,对不同阶段的班主任的特点进行了概括。在以上研究的基础上,从学校管理的层面探讨了促进班主任专业发展的管理策略,从树立促进班主任专业发展意识、立足班主任校本培训、引领班主任走上科研之路三个方面提出具体策略。更多还原

【Abstract】 With the deep research on teacher’s professionalizing, some educators who care for the construction of class groups and head-teacher teams are interested in head-teacher professionalizing, which is a special one for teacher professionalizing. Since the concept of head-teacher professionalizing is put forward, investigation related to head-teacher professionalizing are developed from theory and practice simultaneously. A lucky thing is that head-teachers themselves are considering it actively. Researchers think that head-teachers should become professional workers who posses professional theory, professional moral and professional skills. Head-teacher can not be replaced by other profession, and a good head-teacher is an educationist.There are two definitions for head-teacher professionalizing. One is defined from professional group, and head-teacher professionalizing emphasizes the promotion for head-teacher group, and it reflects a process to meet professional standard requirement. The other is defined from individuals, and head-teacher professionalizing means profession development, that is to say, internal professionalism is improved dynamically. This dissertation mainly discusses the latter one, which is about head-teacher’s professional development. To understand the problems on the middle school head-teacher’s professional development deeply, I refer to the literatures related to factors influencing on teacher professional development, and design an inquiry form. I inquire 43 middle school head-teachers, and the results indicate that there are some problems on the process of middle school head-teachers’professional development, which are low professional emotion, conflicts between education idea and education practice, professional qualities and skills unfit for the practical requirements. In accordance with the above problems, I analyze the causes of the problems from society, school and individual aspects, and draw a conclusion that the factors include head-teacher professional development not guaranteed by policy; head-teacher professional development not prepared and trained enough, head-teachers lack of consciousness of self development. To under the characteristics of different stages for middle school head-teachers professional development, according to the theories related to teacher professional development stage, I choose three from forty-three head-teachers who belong to different stage separately, and investigate them by free talk, and summary the characteristics of head-teachers who are in different stages. Based on the above studies, school management strategies are studied to promote head-teachers professional development. Three strategies are proposed from three aspects, which are to promote head-teacher’s professional development consciousness, to train head-teachers by their schools, and guide head-teachers to do research work.更多还原